Course Contents

Measurement and Assessment in Education II PhD Education Course description Assessment of learning plays an important role in the instructional process and that its effectiveness depends largely on the ability to construct and select tests and assessments that provide valid measures of intended leaning outcomes. Good teaching is characterized by assessments that motivate and engage students in ways that are consistent with their philosophies of teaching and learning and with theories of development, learning and motivation. This course aims at developing the competencies of students in the field of measurement and assessment in education. Course Outcomes After studying the course, students can: 1. Analyze the basic concepts of measurement and assessment in education. 2. Have the ability to construct and administer valid and reliable tests along with the understanding of both potentialities and the limitations of the various tests. 3. Create scoring scheme for constructed response items and alternative assessment. 4. Interpret standardized and standard based text score. 5. Make decision based on the result of assessment. 6. Appraise latest trends and issues in interpretation of test results and scores. 7. Design assessment plan to measure different instructional objectives. 8. Discuss the role of classical text theory in the development of assessment. 9. Construct item response theory and classical text theory. 10. Apply the rule of assessment in educational setting. Course outline 1. Unit-1: Measurement and assessment in teaching process. • Instructional decisions requiring assessment data • Assessment, test and measurement • Basic principles of assessment • Assessment procedures 2. Unit-2: Foundations of assessment • Instructional objectives as learning outcomes • Methods of stating instructional objectives • General instructional objectives • Specific learning outcomes 3. Unit-3: Qualities of a measuring instrument Validity • Major consideration in assessment validation • Content consideration • Construct consideration • Assessment criterion relationships • Consideration of consequences • Factors influencing validity Reliability • Nature of reliability • Determining reliability by correlation methods • Standard error or measurement • Factors influencing reliability measures Usability • Ease of administration • Time required for administration • Ease of interpretation and application • Availability of equivalent or comparable forms • Cost of testing 4. Unit-4: Planning classroom assessment • Purpose of classroom assessment • Developing specifications for assessment • Selecting appropriate type items and assessment tasks 5. Unit-5: Techniques of item analysis • Distracter analyses • Difficulty index • Discriminate index • Analysis of subjective items 6. Unit-6: Approaches to classroom assessment • Portfolio • Criteria for selection of work for portfolio • Potential strength and weakness of portfolio • Purpose of portfolio • Guideline for portfolio entries • Use of portfolio in instruction and communication • Anecdotal records • Peer appraisal • Self report techniques 7. Unit-7: Assembling administering and appraising the classroom test and assessments • Assembling the classroom test • Administering and scoring • Appraising classroom test 8. Unit-8: Scoring, and grading • Scoring key and marking scheme • Functions of grading and reporting system • Types of grading and reporting system • Assessing letter grades 9. Unit-9: Recording and reporting assessment results • Record keeping • Conducting parent teacher conferences • Reporting results to parents 10. Unit-10: Test theories • Classical theory • Item responses theory Learning outcomes At the end this course the students will be able to: 1. Understand the importance and place of educational assessment in teaching learning process. 2. Define and describe various concepts related to educational measurement and assessment. 3. Use various types of classroom tests in accordance with the course objectives and nature of content. 4. Appreciate quality needed to determine the quality of classroom tests. 5. Develop a systematic record of students assessment. 6. Efficiently administer classroom tests. 7. Utilize the techniques of objectively scoring and grading of tests. 8. Report precisely and meaningfully the progress of students to parents, administration and students. Course requirements Attendance = 80% Test + assignment +presentations Midterm test Test+ assignment +presentation Final term Recommended assignments 1. Review of two articles on different assessment approaches or methods used. 2. A small action research in order to practically construction test etc and then administering, scoring and interpreting results. 3. Item analyses of a self develop or already develop instrument using different techniques. Suggested readings Suen Hoi K. (1990) principle of test theories. London: lawrance Erlbaum associates, publishers Hambleton, K,: swaminathen, H. rogers, J (1991) fundamental of item response theory. London: sage publications Linn, Robert, L.& Gronlund, Norman, E. (2005) assessment and measurement in teaching. New Delhi: Pearson education. Mehrens, A &Lehmann, J. (1984). Measurement and Evaluation in education and psychology. Newyork: the Dryden press. Ebel, E. (1965) Essential of educational measurement. New Jersey: prentice hall.

Course Synopsis

Assessment of learning plays an important role in the instructional process and that its effectiveness depends largely on the ability to construct and select tests and assessments that provide valid measures of intended leaning outcomes. Good teaching is characterized by assessments that motivate and engage students in ways that are consistent with their philosophies of teaching and learning and with theories of development, learning and motivation. This course aims at developing the competencies of students in the field of measurement and assessment in education.

Course Learning Outcomes

After studying the course, students can: 1. Analyze the basic concepts of measurement and assessment in education. 2. Have the ability to construct and administer valid and reliable tests along with the understanding of both potentialities and the limitations of the various tests. 3. Create scoring scheme for constructed response items and alternative assessment. 4. Interpret standardized and standard based text score. 5. Make decision based on the result of assessment. 6. Appraise latest trends and issues in interpretation of test results and scores. 7. Design assessment plan to measure different instructional objectives. 8. Discuss the role of classical text theory in the development of assessment. 9. Construct item response theory and classical text theory. 10. Apply the rule of assessment in educational setting.